Links for Keyword: Intelligence

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James Gorman The Goffin’s cockatoo is a smart bird, so smart it has been compared to a 3-year-old human. But even for this species, a bird named Figaro stands out for his creativity with tools. Hand-raised at the Veterinary University of Vienna, the male bird was trying to play with a pebble that fell outside his aviary onto a wooden beam about four years ago. First he used a piece of bamboo to try to rake the stone back in. Impressed, scientists in the university Goffin’s lab, which specializes in testing the thinking abilities of the birds, put a cashew nut where the pebble had been. Figaro extended his beak through the wire mesh to bite a splinter off the wooden beam. He used the splinter to fish the cashew in, a fairly difficult process because he had to work the splinter through the mesh and position it at the right angle. In later trials, Figaro made his tools much more quickly, and also picked a bamboo twig from the bottom of the aviary and trimmed it to make a similar tool. Cockatoos don’t do anything like this in nature, as far as anyone knows. They don’t use tools. They don’t even build nests, so they are not used to manipulating sticks. And they have curved bills, unlike the straight beaks of crows and jays that make manipulating tools a bit easier. Blue jays have been observed creating tools from newspaper to pull food pellets to them. Alice M.I. Auersperg, a researcher at the Veterinary University of Vienna who studies cognition in animals, and her colleagues reported those first accomplishments by Figaro in 2012. Since then, they have continued to test Figaro and other birds in the lab that were able to learn tool use or tool making, sometimes both, by watching Figaro. © 2016 The New York Times Company

Related chapters from BP7e: Chapter 1: Biological Psychology: Scope and Outlook; Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:Chapter 1: An Introduction to Brain and Behavior
Link ID: 22892 - Posted: 11.21.2016

Bruce Bower Apes understand what others believe to be true. What’s more, they realize that those beliefs can be wrong, researchers say. To make this discovery, researchers devised experiments involving a concealed, gorilla-suited person or a squirreled-away rock that had been moved from their original hiding places — something the apes knew, but a person looking for King Kong or the stone didn’t. “Apes anticipated that an individual would search for an object where he last saw it, even though the apes knew that the object was no longer there,” says evolutionary anthropologist Christopher Krupenye. If this first-of-its-kind finding holds up, it means that chimpanzees, bonobos and orangutans can understand that others’ actions sometimes reflect mistaken assumptions about reality. Apes’ grasp of others’ false beliefs roughly equals that of human 2-year-olds tested in much the same way, say Krupenye of the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany, and his colleagues. Considering their targeted gazes during brief experiments, apes must rapidly assess others’ beliefs about the world in wild and captive communities, the researchers propose in the October 7 Science. Understanding the concept of false beliefs helps wild and captive chimps deceive their comrades, such as hiding food from those who don’t share, Krupenye suggests. |© Society for Science & the Public 2000 - 2016.

Related chapters from BP7e: Chapter 6: Evolution of the Brain and Behavior; Chapter 18: Attention and Higher Cognition
Related chapters from MM:Chapter 14: Attention and Consciousness
Link ID: 22733 - Posted: 10.08.2016

By David Z. Hambrick, Fredrik Ullén, Miriam Mosing Elite-level performance can leave us awestruck. This summer, in Rio, Simone Biles appeared to defy gravity in her gymnastics routines, and Michelle Carter seemed to harness super-human strength to win gold in the shot put. Michael Phelps, meanwhile, collected 5 gold medals, bringing his career total to 23. In everyday conversation, we say that elite performers like Biles, Carter, and Phelps must be “naturals” who possess a “gift” that “can’t be taught.” What does science say? Is innate talent a myth? This question is the focus of the new book Peak: Secrets from the New Science of Expertise by Florida State University psychologist Anders Ericsson and science writer Robert Pool. Ericsson and Pool argue that, with the exception of height and body size, the idea that we are limited by genetic factors—innate talent—is a pernicious myth. “The belief that one’s abilities are limited by one’s genetically prescribed characteristics....manifests itself in all sorts of ‘I can’t’ or ‘I’m not’ statements,” Ericsson and Pool write. The key to extraordinary performance, they argue, is “thousands and thousands of hours of hard, focused work.” To make their case, Ericsson and Pool review evidence from a wide range of studies demonstrating the effects of training on performance. In one study, Ericsson and his late colleague William Chase found that, through over 230 hours of practice, a college student was able to increase his digit span—the number of random digits he could recall—from a normal 7 to nearly 80. In another study, the Japanese psychologist Ayako Sakakibara enrolled 24 children from a private Tokyo music school in a training program designed to train “perfect pitch”—the ability to name the pitch of a tone without hearing another tone for reference. With a trainer playing a piano, the children learned to identify chords using colored flags—for example, a red flag for CEG and a green flag for DGH. Then, the children were tested on their ability to identify the pitches of individual notes until they reached a criterion level of proficiency. By the end of the study, the children had seemed to acquire perfect pitch. Based on these findings, Ericsson and Pool conclude that the “clear implication is that perfect pitch, far from being a gift bestowed upon only a lucky few, is an ability that pretty much anyone can develop with the right exposure and training.” © 2016 Scientific American

Related chapters from BP7e: Chapter 17: Learning and Memory; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 13: Memory, Learning, and Development
Link ID: 22674 - Posted: 09.21.2016

By DAVID Z. HAMBRICK and ALEXANDER P. BURGOYNE ARE you intelligent — or rational? The question may sound redundant, but in recent years researchers have demonstrated just how distinct those two cognitive attributes actually are. It all started in the early 1970s, when the psychologists Daniel Kahneman and Amos Tversky conducted an influential series of experiments showing that all of us, even highly intelligent people, are prone to irrationality. Across a wide range of scenarios, the experiments revealed, people tend to make decisions based on intuition rather than reason. In one study, Professors Kahneman and Tversky had people read the following personality sketch for a woman named Linda: “Linda is 31 years old, single, outspoken and very bright. She majored in philosophy. As a student, she was deeply concerned with issues of discrimination and social justice, and also participated in antinuclear demonstrations.” Then they asked the subjects which was more probable: (A) Linda is a bank teller or (B) Linda is a bank teller and is active in the feminist movement. Eighty-five percent of the subjects chose B, even though logically speaking, A is more probable. (All feminist bank tellers are bank tellers, though some bank tellers may not be feminists.) In the Linda problem, we fall prey to the conjunction fallacy — the belief that the co-occurrence of two events is more likely than the occurrence of one of the events. In other cases, we ignore information about the prevalence of events when judging their likelihood. We fail to consider alternative explanations. We evaluate evidence in a manner consistent with our prior beliefs. And so on. Humans, it seems, are fundamentally irrational. But starting in the late 1990s, researchers began to add a significant wrinkle to that view. As the psychologist Keith Stanovich and others observed, even the Kahneman and Tversky data show that some people are highly rational. In other words, there are individual differences in rationality, even if we all face cognitive challenges in being rational. So who are these more rational people? Presumably, the more intelligent people, right? © 2016 The New York Times Company

Related chapters from BP7e: Chapter 17: Learning and Memory; Chapter 18: Attention and Higher Cognition
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 14: Attention and Consciousness
Link ID: 22666 - Posted: 09.19.2016

By Brian Owens It’s certainly something to crow about. New Caledonian crows are known for their ingenious use of tools to get at hard-to-reach food. Now it turns out that their Hawaiian cousins are adept tool-users as well. Christian Rutz at the University of St Andrews in the UK has spent 10 years studying the New Caledonian crow and wondered whether any other crow species are disposed to use tools. So he looked for crows that have similar features to the New Caledonian crow – a straight bill and large, mobile eyes that allow it to manipulate tools, much as archaeologists use opposable thumbs as an evolutionary signature for tool use in early humans. “The Hawaiian crow really stood out,” he says. “They look quite similar.” Hawaiian crows are extinct in the wild, but 109 birds still live in two captive breeding facilities in Hawaii. That meant Rutz was able to test pretty much every member of the species. He stuffed tasty morsels into a variety of holes and crevices in a log, and gave the birds a variety of sticks to see if they would use them to dig out the food. Almost all of them did, and most extracted the food in less than a minute, faster than the researchers themselves could. “It’s mind-blowing,” says Rutz. “They’re very good at getting the tool in the right position, and if they’re not happy with it they’ll modify it or make their own.” © Copyright Reed Business Information Ltd.

Related chapters from BP7e: Chapter 17: Learning and Memory; Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 22659 - Posted: 09.15.2016

By Virginia Morell Fourteen years ago, a bird named Betty stunned scientists with her humanlike ability to invent and use tools. Captured from the wild and shown a tiny basket of meat trapped in a plastic tube, the New Caledonian crow bent a straight piece of wire into a hook and retrieved the food. Researchers hailed the observation as evidence that these crows could invent new tools on the fly—a sign of complex, abstract thought that became regarded as one of the best demonstrations of this ability in an animal other than a human. But a new study casts doubt on at least some of Betty’s supposed intuition. Scientists have long agreed that New Caledonian crows (Corvus moneduloides), which are found only on the South Pacific island of the same name, are accomplished toolmakers. At the time of Betty’s feat, researchers knew that in the wild these crows could shape either stiff or flexible twigs into tools with a tiny, barblike hook at one end, which they used to lever grubs from rotting logs. They also make rakelike tools from the leaves of the screw pine (Pandanus) tree. But Betty appeared to take things to the next level. Not only did she fashion a hook from a material she’d never previously encountered—a behavior not observed in the wild—she seemed to know she needed this specific shape to solve her particular puzzle. © 2016 American Association for the Advancement of Science. A

Related chapters from BP7e: Chapter 6: Evolution of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 22538 - Posted: 08.10.2016

by Helen Thompson Pinky and The Brain's smarts might not be so far-fetched. Some mice are quicker on the uptake than others. While it might not lead to world domination, wits have their upside: a better shot at staying alive. Biologists Audrey Maille and Carsten Schradin of the University of Strasbourg in France tested reaction time and spatial memory in 90 African striped mice (Rhabdomys pumilio) over the course of a summer. For this particular wild rodent, surviving harsh summer droughts means making it to mating season in the early fall. The team saw some overall trends: Females were more likely to survive if they had quick reflexes, and males were more likely to survive if they had good spatial memory. Cognitive traits like reacting quickly and remembering the best places to hide are key to eluding predators during these tough times but may come with trade-offs for males and females. The results show that an individual mouse’s cognitive strengths are linked to its survival odds, suggesting that the pressure to survive can shape basic cognition, Maille and Schradin write August 3 in Biology Letters. |© Society for Science & the Public 2000 - 2016

Related chapters from BP7e: Chapter 17: Learning and Memory; Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 22511 - Posted: 08.04.2016

Not much is definitively proven about consciousness, the awareness of one’s existence and surroundings, other than that it’s somehow linked to the brain. But theories as to how, exactly, grey matter generates consciousness are challenged when a fully-conscious man is found to be missing most of his brain. Several years ago, a 44-year-old Frenchman went to the hospital complaining of mild weakness in his left leg. It was discovered then that his skull was filled largely by fluid, leaving just a thin perimeter of actual brain tissue. And yet the man was a married father of two and a civil servant with an IQ of 75, below-average in his intelligence but not mentally disabled. Doctors believe the man’s brain slowly eroded over 30 years due to a build up of fluid in the brain’s ventricles, a condition known as “hydrocephalus.” His hydrocephalus was treated with a shunt, which drains the fluid into the bloodstream, when he was an infant. But it was removed when he was 14 years old. Over the following decades, the fluid accumulated, leaving less and less space for his brain. While this may seem medically miraculous, it also poses a major challenge for cognitive psychologists, says Axel Cleeremans of the Université Libre de Bruxelles.

Related chapters from BP7e: Chapter 17: Learning and Memory; Chapter 18: Attention and Higher Cognition
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 14: Attention and Consciousness
Link ID: 22430 - Posted: 07.13.2016

Agata Blaszczak-Boxe, People with higher levels of education may be more likely to develop certain types of brain tumors, a new study from Sweden suggests. Researchers found that women who completed at least three years of university courses were 23 percent more likely to develop a type of cancerous brain tumor called glioma, compared with women who only completed up to nine years of mandatory education and did not go to a university. And men who completed at least three years of university courses were 19 percent more likely to develop the same type of tumor, compared with men who did not go to a university. Though the reasons behind the link are not clear, "one possible explanation is that highly educated people may be more aware of symptoms and seek medical care earlier," and therefore are more likely to be diagnosed, said Amal Khanolkar, a research associate at the Institute of Child Health at the University College Londonand a co-author of the study. [Top 10 Cancer-Fighting Foods] In the study, the researchers looked at data on more than 4.3 million people in Sweden who were a part of the Swedish Total Population Register. The researchers tracked the people for 17 years, beginning in 1993, to see if they developed brain tumors during that time. They also collected information about the people's education levels, income, marital status and occupation. During the 17-year study, 5,735 men and 7,101 women developed brain tumors, according to the findings, published today (June 20) in the Journal of Epidemiology & Community Health. Copyright 2016 LiveScience,

Related chapters from BP7e: Chapter 1: Biological Psychology: Scope and Outlook; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 1: An Introduction to Brain and Behavior; Chapter 13: Memory, Learning, and Development
Link ID: 22346 - Posted: 06.22.2016

James Gorman There’s an aura of power around invasive species. How is it that they can sweep in and take over from the locals? Are they more adaptable, tougher? What are their secrets? The great-tailed grackle is a case in point. North America has its own similar species — the common and boat-tailed grackle. But the great-tailed bird, Quiscalus mexicanus, native to Central America, is one of the most invasive species in the United States. The black birds with iridescent feathers were prized by the Aztec emperor Auitzotl, who, by some accounts, relocated some of them from Veracruz to near Mexico City about 500 years ago. Over the past century or so the bird has spread north and its range is still expanding, particularly in the West, where it haunts cattle feed lots and big dairy farms. The birds are also quite happy in urban areas, like Santa Barbara, Calif., where Corina J. Logan captured and later released some grackle for recent experiments. Great-tailed grackles first caught the attention of Dr. Logan, now at Cambridge University, in 2004 when she was doing undergraduate research in Costa Rica. “They’ll actually walk right up and look you in the eye,” she said. “They look like they’re so smart.” Years later, having earned her Ph.D. at Cambridge, she decided to look more closely at them because she was interested in behavioral flexibility. Grackles, for example, might look under rocks at the beach for something to eat, or switch to discarded sandwich wrappers in a city park. © 2016 The New York Times Company

Related chapters from BP7e: Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:None
Link ID: 22343 - Posted: 06.21.2016

By David Z. Hambrick If you’re a true dog lover, you take it as one of life’s simple truths that all dogs are good, and you have no patience for scientific debate over whether dogs really love people. Of course they do. What else could explain the fact that your dog runs wildly in circles when you get home from work, and, as your neighbors report, howls inconsolably for hours on end when you leave? What else could explain the fact that your dog insists on sleeping in your bed, under the covers—in between you and your partner? At the same time, there’s no denying that some dogs are smarter than others. Not all dogs can, like a border collie mix named Jumpy, do a back flip, ride a skateboard, and weave through pylons on his front legs. A study published in the journal Intelligence by British psychologists Rosalind Arden and Mark Adams confirms as much. Consistent with over a century of research on human intelligence, Arden and Adams found that a dog that excels in one test of cognitive ability will likely excel in other tests of cognitive ability. In more technical terms, the study reveals that there is a general factor of intelligence in dogs—a canine “g” factor. For their study, Arden and Adams devised a battery of canine cognitive ability tests. All of the tests revolved around—you guessed it—getting a treat. In the detour test, the dog’s objective was to navigate around barriers arranged in different configurations to get to a treat. In the point-following test, a researcher pointed to one of two inverted beakers concealing a treat, and recorded whether the dog went to that beaker or the other one. Finally, the quantity discrimination test required the dog to choose between a small treat (a glob of peanut butter) and a larger one (the “correct” answer). Arden and Adams administered the battery to 68 border collies from Wales; all had been bred and trained to do herding work on a farm, and thus had similar backgrounds. © 2016 Scientific American

Related chapters from BP7e: Chapter 6: Evolution of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 22272 - Posted: 06.01.2016

Robert Plomin, Scientists have investigated this question for more than a century, and the answer is clear: the differences between people on intelligence tests are substantially the result of genetic differences. But let's unpack that sentence. We are talking about average differences among people and not about individuals. Any one person's intelligence might be blown off course from its genetic potential by, for example, an illness in childhood. By genetic, we mean differences passed from one generation to the next via DNA. But we all share 99.5 percent of our three billion DNA base pairs, so only 15 million DNA differences separate us genetically. And we should note that intelligence tests include diverse examinations of cognitive ability and skills learned in school. Intelligence, more appropriately called general cognitive ability, reflects someone's performance across a broad range of varying tests. Genes make a substantial difference, but they are not the whole story. They account for about half of all differences in intelligence among people, so half is not caused by genetic differences, which provides strong support for the importance of environmental factors. This estimate of 50 percent reflects the results of twin, adoption and DNA studies. From them, we know, for example, that later in life, children adopted away from their biological parents at birth are just as similar to their biological parents as are children reared by their biological parents. Similarly, we know that adoptive parents and their adopted children do not typically resemble one another in intelligence. © 2016 Scientific American

Related chapters from BP7e: Chapter 17: Learning and Memory; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 13: Memory, Learning, and Development
Link ID: 22264 - Posted: 05.31.2016

By JONATHAN BALCOMBE Washington — IN March, two marine biologists published a study of giant manta rays responding to their reflections in a large mirror installed in their aquarium in the Bahamas. The two captive rays circled in front of the mirror, blew bubbles and performed unusual body movements as if checking their reflection. They made no obvious attempt to interact socially with their reflections, suggesting that they did not mistake what they saw as other rays. The scientists concluded that the mantas seemed to be recognizing their reflections as themselves. Mirror self-recognition is a big deal. It indicates self-awareness, a mental attribute previously known only among creatures of noted intelligence like great apes, dolphins, elephants and magpies. We don’t usually think of fishes as smart, let alone self-aware. As a biologist who specializes in animal behavior and emotions, I’ve spent the past four years exploring the science on the inner lives of fishes. What I’ve uncovered indicates that we grossly underestimate these fabulously diverse marine vertebrates. The accumulating evidence leads to an inescapable conclusion: Fishes think and feel. Because fishes inhabit vast, obscure habitats, science has only begun to explore below the surface of their private lives. They are not instinct-driven or machinelike. Their minds respond flexibly to different situations. They are not just things; they are sentient beings with lives that matter to them. A fish has a biography, not just a biology. Those giant manta rays have the largest brains of any fish, and their relative brain-to-body size is comparable to that of some mammals. So, an exception? Then you haven’t met the frillfin goby. © 2016 The New York Times Company

Related chapters from BP7e: Chapter 6: Evolution of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 22221 - Posted: 05.16.2016

Eleanor Ainge Roy in Dunedin An octopus has made a brazen escape from the national aquarium in New Zealand by breaking out of its tank, slithering down a 50-metre drainpipe and disappearing into the sea. In scenes reminiscent of Finding Nemo, Inky – a common New Zealand octopus – made his dash for freedom after the lid of his tank was accidentally left slightly ajar. Staff believe that in the middle of the night, while the aquarium was deserted, Inky clambered to the top of his cage, down the side of the tank and travelled across the floor of the aquarium. Rob Yarrell, national manager of the National Aquarium of New Zealand in Napier, said: “Octopuses are famous escape artists. “But Inky really tested the waters here. I don’t think he was unhappy with us, or lonely, as octopus are solitary creatures. But he is such a curious boy. He would want to know what’s happening on the outside. That’s just his personality.” One theory is that Inky slid across the aquarium floor – a journey of three or four metres – and then, sensing freedom was at hand, into a drainpipe that lead directly to the sea. The drainpipe was 50 metres long, and opened on to the waters of Hawke’s Bay, on the east coast of New Zealand’s North Island. Another possible escape route could have involved Inky squeezing into an open pipe at the top of his tank, which led under the floor to the drain. © 2016 Guardian News and Media Limited

Related chapters from BP7e: Chapter 17: Learning and Memory; Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 22103 - Posted: 04.14.2016

By Gareth Cook What are the most intelligent creatures on the planet? Humans come first. (Though there are days when we have to wonder.) After Homo sapiens, most people might answer chimpanzees, and then maybe dogs and dolphins. But what of birds? The science writer Jennifer Ackerman offers a lyrical testimony to the wonders of avian intelligence in her new book, “The Genius of Birds.” There have long been hints of bird smarts, but it’s become an active field of scientific inquiry, and Ackerman serves as tour guide. She answered questions from Mind Matters editor Gareth Cook. What drew you to birds? I’ve watched birds for most of my life. I admire all the usual things about them. Their plumage and song. Their intense way of living. Their flight. I also admire their resourcefulness and pluck. I’ve always been intrigued by their apparently smart behavior, whether learned or innate. I grew up in Washington, D.C. — the second youngest in a gaggle of five girls. My parents had precious little time for one-on-one. Especially my dad, who had a demanding government job. So when he asked me if I wanted to go birdwatching with him one spring morning when I was seven or eight, I jumped at the chance. It was magical, going out in the dark woods along the C&O canal and listening for bird song. My father had learned his calls and songs in Boy Scout camp from an expert, an elderly Greek man named Apollo, so he was pretty good at identifying birds, even the shy woodland species. Eventually he gave me my own copy of Peterson’s Field Guide, along with a small pair of binoculars. I’ve loved birds ever since. My first run in with a clever bird was on our dining room table. We had a pet parakeet, a budgerigar named Gre-Gre, who was allowed to fly around the dining room and perch on our head or shoulders. He had a kind of social genius. He made you love him. But at breakfast, it was impossible to eat your cereal without his constant harassment. He liked to perch on the edge of my bowl and peck at the cereal, flapping his wings frantically to keep his balance, splashing my milk. I’d build a barricade of boxes around my place setting, but he always found a way in, moving a box or popping over the top. He was a good problem-solver. © 2016 Scientific American

Related chapters from BP7e: Chapter 17: Learning and Memory; Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 22101 - Posted: 04.13.2016

The dodo is an extinct flightless bird whose name has become synonymous with stupidity. But it turns out that the dodo was no bird brain, but instead a reasonably brainy bird. Scientists said on Wednesday they figured out the dodo's brain size and structure based on an analysis of a well-preserved skull from a museum collection. They determined its brain was not unusually small but rather completely in proportion to its body size. They also found the dodo may have had a better sense of smell than most birds, with an enlarged olfactory region of the brain. This trait, unusual for birds, probably let it sniff out ripe fruit to eat. The research suggests the dodo, rather than being stupid, boasted at least the same intelligence as its fellow members of the pigeon and dove family. Mauritius Dodo bird A skeleton of a Mauritius Dodo bird stands at an exhibition in the Mauritius Institute Museum in Port Louis in this Dec. 27, 2005 file photo. (Reuters) "If we take brain size — or rather, volume, as we measured here — as a proxy for intelligence, then the dodo was as smart as a common pigeon," paleontologist Eugenia Gold of Stony Brook University in New York state said. "Common pigeons are actually smarter than they get credit for, as they were trained as message carriers during the world wars." ©2016 CBC/Radio-Canada.

Related chapters from BP7e: Chapter 6: Evolution of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 21931 - Posted: 02.25.2016

Fears over surveillance seem to figure large in the bird world, too. Ravens hide their food more quickly if they think they are being watched, even when no other bird is in sight. It’s the strongest evidence yet that ravens have a “theory of mind” – that they can attribute mental states such as knowledge to others. Many studies have shown that certain primates and birds behave differently in the presence of peers who might want to steal their food. While some researchers think this shows a theory of mind, others say they might just be reacting to visual cues, rather than having a mental representation of what others can see and know. Through the peephole Thomas Bugnyar and colleagues at the University of Vienna, Austria, devised an experiment to rule out the possibility that birds are responding to another’s cues. The setup involved two rooms separated by a wooden wall, with windows and peepholes that could be covered. First, a raven was given food with another raven in the next room, with the window open or covered, to see how quickly it caches its prize. With the window open, the birds hid their food more quickly and avoided going back to conceal it further. Then individual ravens were then trained to use the peephole to see where humans were putting food in the other room. The idea here was to allow the bird to realise it could be seen through the peephole. © Copyright Reed Business Information Ltd.

Related chapters from BP7e: Chapter 6: Evolution of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 21854 - Posted: 02.03.2016

By Christof Koch While “size does not matter” is a universally preached dictum among the politically correct, everyday experience tells us that this can't be the whole story—under many conditions, it clearly does. Consider the size of Woody Allen's second favorite organ, the brain. Adjectives such as “highbrow” and “lowbrow” have their origin in the belief, much expounded by 19th-century phrenologists, of a close correspondence between a high forehead—that is, a big brain—and intelligence. Is this true? Does a bigger brain make you necessarily smarter or wiser? And is there any simple connection between the size of a nervous system, however measured, and the mental powers of the owner of this nervous system? While the answer to the former question is a conditional “yes, somewhat,” the lack of any accepted answer to the second one reveals our ignorance of how intelligent behavior comes about. The human brain continues to grow until it reaches its peak size in the third to fourth decade of life. An MRI study of 46 adults of mainly European descent found that the average male had a brain volume of 1,274 cubic centimeters (cm3) and that the average female brain measured 1,131 cm3. Given that a quart of milk equals 946 cm3, you could pour a bit more than that into a skull without any of it spilling out. Of course, there is considerable variability in brain volume, ranging from 1,053 to 1,499 cm3 in men and between 975 and 1,398 cm3 in women. As the density of brain matter is just a little bit above that of water plus some salts, the average male brain weighs about 1,325 grams, close to the proverbial three pounds often cited in U.S. texts. © 2016 Scientific American

Related chapters from BP7e: Chapter 6: Evolution of the Brain and Behavior; Chapter 1: Biological Psychology: Scope and Outlook
Related chapters from MM:Chapter 1: An Introduction to Brain and Behavior
Link ID: 21768 - Posted: 01.09.2016

By R. Douglas Fields We all heard the warning as kids: “That TV will rot your brain!” You may even find yourself repeating the threat when you see young eyes glued to the tube instead of exploring the real world. The parental scolding dates back to the black-and-white days of I Love Lucy, and today concern is growing amid a flood of video streaming on portable devices. But are young minds really being harmed? With brain imaging, the effects of regular TV viewing on a child's neural circuits are plain to see. Studies suggest watching television for prolonged periods changes the anatomical structure of a child's brain and lowers verbal abilities. Behaviorally, even more detrimental effects may exist: although a cause-and-effect relation is hard to prove, higher rates of antisocial behavior, obesity and mental health problems correlate with hours in front of the set. Now a new study hits the pause button on this line of thinking. The researchers conclude that the entire body of research up to now has overlooked an important confounding variable, heredity, that could call into question the conventional wisdom that TV is bad for the brain. Further study will be needed to evaluate this claim, but the combined evidence suggests we need a more nuanced attitude toward our viewing habits. To understand the argument against television, we should rewind to 2013, when a team ofresearchers at Tohoku University in Japan, led by neuroscientist Hikaru Takeuchi, first published findings from a study in which the brains of 290 children between the ages of five and 18 were imaged. The kids' TV viewing habits, ranging from zero to four hours each day, were also taken into account. © 2016 Scientific American

Related chapters from BP7e: Chapter 17: Learning and Memory; Chapter 1: Biological Psychology: Scope and Outlook
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 1: An Introduction to Brain and Behavior
Link ID: 21743 - Posted: 01.02.2016

Tim Radford British scientists believe they have made a huge step forward in the understanding of the mechanisms of human intelligence. That genetic inheritance must play some part has never been disputed. Despite occasional claims later dismissed, no-one has yet produced a single gene that controls intelligence. But Michael Johnson of Imperial College London, a consultant neurologist and colleagues report in Nature Neuroscience that they may have discovered a very different answer: two networks of genes, perhaps controlled by some master regulatory system, lie behind the human gift for lateral thinking, mental arithmetic, pub quizzes, strategic planning, cryptic crosswords and the ability to laugh at limericks. As usual, such research raises potentially politically-loaded questions about the nature of intelligence. “Intelligence is a composite measure of different cognitive abilities and how they are distributed in a population. It doesn’t measure any one thing. But it is measurable,” Dr Johnson said. About 40% of the variation in intelligence is explained by inheritance. The other factors are not yet certain. But the scientists raise the distant possibility that armed with the new information they may be able to devise ways to modify human intelligence. “The idea of ultimately using drugs to affect cognitive performance is not in any way new. We all drink coffee to improve our cognitive performance,” Dr Johnson said. “It’s about understanding the pathways that are related to cognitive ability both in health and disease, especially disease so one day we could help people with learning disabilities fulfill their potential. That is very important.” © 2015 Guardian News and Media Limited

Related chapters from BP7e: Chapter 1: Biological Psychology: Scope and Outlook; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 1: An Introduction to Brain and Behavior; Chapter 13: Memory, Learning, and Development
Link ID: 21718 - Posted: 12.22.2015